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All Journal Jurnal Dikdas Tekno - Pedagogi : Jurnal Teknologi Pendidikan Jurnal Kreatif Tadulako Online EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial JURNAL KONFIKS Hasil Pengabdian Kepada Masyarakat Jurnal PAJAR (Pendidikan dan Pengajaran) JURNAL EDUCATION AND DEVELOPMENT Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Jurnal Basicedu Pena Justisia: Media Komunikasi dan Kajian Hukum Edu Cendikia: Jurnal Ilmiah Kependidikan Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Journal of Educational Sciences Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Jurnal Basicedu Journal of Innovation and Research in Primary Education Jurnal Elementaria Edukasia Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal DIKDAS
Surahman Wilade
Universitas Tadulako
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Teacher Competence in Implementing Prezi-Assisted PowerPoint Media: A Case Study in Rural Elementary Education Fia Regina Lestari; Rizal Rizal; Asriani Asriani; Herlina Herlina; Muhammad Nazimuddin AL Kamil; Surahman Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3236

Abstract

This study examined teachers' abilities to implement Prezi-assisted PowerPoint media in elementary classroom instruction within a rural school context. Despite technological availability, effective integration of interactive multimedia remains challenging, particularly in resource-limited settings where infrastructural and capacity constraints impede implementation. A qualitative descriptive case study was conducted at SD Inpres 1 Kaluku Tinggu, Central Sulawesi, Indonesia, involving a Grade V teacher selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation analysis, then analyzed using Miles and Huberman's framework involving data reduction, display, and verification. Findings revealed that the teacher demonstrated strong competence in instructional planning, classroom implementation, and formative assessment. Prezi-assisted PowerPoint significantly enhanced student engagement, with documented increases in student-initiated questions (47 versus 12 in conventional lessons) and participation rates. The teacher exhibited self-directed professional development, pedagogical reasoning, and adaptive strategies to overcome infrastructural challenges including limited internet connectivity and time constraints. The study confirms that effective technology integration depends primarily on teacher readiness and pedagogical skills rather than solely on infrastructural availability. Theoretically, findings extend multimedia learning and constructivist theories to authentic elementary contexts with resource constraints. Practically, results underscore the necessity for continuous professional development emphasizing pedagogical technology integration and institutional support systems addressing both technical and attitudinal barriers to sustainable innovation.
The Effect of Experiential Learning on Fourth-Grade Students' Learning Outcomes in Integrated Science and Social Studies Adelia Rizki Ananda; Zulnuraini Zulnuraini; Khairunnisa Khairunnisa; Rizal Rizal; Putriwanti Putriwanti; Surahman Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3237

Abstract

This study examined the effect of the Experiential Learning model on students' learning outcomes in Integrated Science and Social Studies (IPAS) for fourth-grade students at Madrasah Ibtidaiyah Negeri Donggala. The research was motivated by low student engagement and achievement resulting from predominantly teacher-centered instructional practices. A quantitative quasi-experimental design with a nonequivalent control group was employed, involving 48 fourth-grade students divided into experimental and control groups. The experimental group received instruction using the Experiential Learning model emphasizing concrete experience, reflection, conceptualization, and application, while the control group received conventional lecture-based instruction. Data were collected using a validated and reliable 20-item multiple-choice test administered as pretest and posttest. Analysis included descriptive statistics, normality and homogeneity tests, independent samples t-test, and normalized gain (N-gain) calculations. Results revealed a statistically significant difference in posttest scores between groups (t = 9.941, p < 0.001). The experimental group demonstrated substantial improvement with a high mean N-gain score of 0.73, while the control group showed low learning gain (N-gain = 0.21). These findings indicate that Experiential Learning is significantly more effective than conventional teaching methods in improving students' IPAS learning outcomes, supporting its implementation as an instructional approach to enhance student engagement and academic achievement in elementary education.
Exploring Contextual Teaching Effects on Student Motivation in Elementary Language Learning Alma Safira; Yusdin B M Gagaramusu; Khairunnisa Khairunnisa; Muhammad Fasli; Nurul Fitria Fitria Aras; Surahman Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3278

Abstract

Low student motivation in Indonesian language learning at the elementary level remains a persistent pedagogical challenge, often stemming from conventional teaching approaches that fail to connect academic content with students' lived experiences. This study examined the effect of Contextual Teaching and Learning (CTL) on fourth-grade students' learning motivation in Indonesian language instruction. A quasi-experimental one-group pretest-posttest design was employed with 28 fourth-grade students at Al-Khairaat Tondo Elementary School, Palu City, Indonesia. Data were collected through learning motivation questionnaires, classroom observations, semi-structured interviews, and documentation. Analysis included descriptive statistics, Shapiro-Wilk normality test, and paired-samples t-test. Observational data revealed high student engagement (80-100% participation), with most students categorized as having Good (n=13) or Very Good (n=6) motivation levels post-intervention. Descriptive statistics showed an increase in mean scores from 64.27 (pretest) to 69.12 (posttest). However, inferential analysis indicated this difference was not statistically significant, t(24) = -0.716, p = 0.481. While CTL implementation was associated with enhanced classroom engagement and positive motivational responses, the intervention did not produce statistically significant changes in self-reported motivation. The findings suggest CTL holds pedagogical value for fostering participatory learning environments but requires extended duration and complementary autonomy-supporting strategies to generate measurable motivational shifts. Future research should employ control-group designs with longer intervention periods.
Learning Obstacles in Fraction Addition: An Analysis of Ontogenic, Epistemological, and Didactical Factors Among Elementary Students Kadek Herawati; Herlina Herlina; Sisriawan Lapasere; Zulnuraini Zulnuraini; Ammar Abdullah Joni Guci; Surahman Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3292

Abstract

Understanding fraction addition is an essential foundational competence in elementary mathematics learning, yet many students experience persistent difficulties. These difficulties can be understood as learning obstacles that hinder students' learning processes and outcomes. This study aimed to analyze learning obstacles experienced by grade VB students at SD Negeri 15 Palu regarding fraction addition concepts. The research employed a descriptive qualitative approach with a case study design. Participants consisted of one mathematics teacher and three purposively selected students based on low-level fraction addition understanding. Data collection techniques included classroom observations, structured interviews, conceptual understanding tests, and documentation. Data analysis was conducted interactively through data collection, condensation, presentation, and conclusion drawing stages. Results indicated that students experienced three types of learning obstacles: ontogenic, epistemological, and didactical. Ontogenic obstacles were evident in students' low learning readiness, encompassing physical, mental, emotional, and prior knowledge dimensions (47.72% and 45.45% readiness levels). Epistemological obstacles were manifested in limited conceptual understanding, errors in denominator equalization, numerator determination, and procedural application. Didactical obstacles were not significantly found, as the teacher demonstrated highly effective teaching skills (84.32% performance level). These findings indicate that students' learning difficulties in fraction addition are predominantly caused by student readiness and conceptual understanding factors rather than instructional quality. This study provides important implications for developing mathematics learning that strengthens learning readiness and meaningful conceptual understanding in elementary schools.
The Effect of Wordwall-Assisted Interactive Learning Media on Students' Learning Interest in Science and Social Studies Nurlita Aristya Suci; Rizal Rizal; Surahman Wilade; Nashrullah Nashrullah; Putriwanti Putriwanti
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3300

Abstract

Learning interest constitutes a critical affective factor influencing students' engagement and academic success in elementary education. However, IPAS (Integrated Science and Social Studies) instruction in many Indonesian elementary schools remains dominated by conventional, teacher-centered approaches that limit student participation and diminish learning interest. This study examined the effect of Wordwall-assisted interactive learning media on Grade III students' learning interest in IPAS at SD Inpres Lolu. Employing a pre-experimental one-group pretest-posttest design, the study involved 23 students selected through saturated sampling. Data were collected using a validated learning interest questionnaire (Cronbach's Alpha > 0.60) administered before and after the two-week Wordwall implementation. Analysis included descriptive statistics and paired-sample t-test following normality verification. Results demonstrated a significant increase in mean learning interest scores from 62.52 (pretest) to 80.04 (posttest), with a moderate N-gain value of 0.46. The paired-sample t-test confirmed statistical significance (p = 0.01 < 0.05), rejecting the null hypothesis. These findings indicate that Wordwall-based interactive media significantly enhance elementary students' learning interest in IPAS by transforming conventional instruction into engaging, game-based experiences. The study contributes empirical evidence supporting game-based learning integration in elementary science education, with implications for instructional practice and professional development. Future research should employ experimental designs with control groups and examine long-term effects on both affective and cognitive outcomes.
Culturally Responsive Traditional Games: A Constructivist Approach to Enhancing Elementary Science Motivation Ni Luh Anggun Raya Damayanti; Muhammad Aqil; Surahman Wilade; Rizal Rizal; Ryan Andhika Pratama
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3339

Abstract

This study investigated the effectiveness of traditional educational games in enhancing learning motivation among fourth-grade students in Natural and Social Sciences (IPAS) instruction. Employing a pre-experimental one-group pretest-posttest design, the research involved 13 students at SD Inpres 2 Balinggi, Central Sulawesi, Indonesia, during the 2025/2026 academic year. Learning motivation was measured using a validated 15-item questionnaire administered before and after implementing traditional game-based instruction on the "Forces Around Us" topic. Data analysis utilized descriptive statistics, Shapiro-Wilk normality testing, and normalized gain (N-Gain) calculations. Results demonstrated consistent improvement across all participants, with mean motivation scores increasing from 66.15 (pretest) to 73.15 (posttest), yielding an N-Gain of 0.79, indicating high pedagogical effectiveness. The uniform 7-point increase, while preventing standard inferential testing due to zero variance, provided compelling evidence of intervention impact. These findings support constructivist frameworks and culturally responsive pedagogy theories, demonstrating that traditional games effectively transform abstract scientific concepts into concrete learning experiences through culturally grounded activities. The study contributes empirical evidence that traditional educational games serve as accessible, low-cost interventions capable of significantly enhancing student motivation in integrated science instruction, particularly valuable for resource-constrained educational settings while challenging deficit perspectives on traditional pedagogical practices.
Principal's Strategic Management in School Revitalization: A Case Study on Learning Quality Improvement at SDN Inti Tomoli Wiwin Wiwin; Rizal Rizal; Sisriawan Lapasere; Mahfud Mahmud Gamar; Muhammad Nazimuddin Al Kamil; Surahman Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3410

Abstract

Despite growing interest in principal leadership, empirical studies examining how strategic management practices at the elementary school level translate into concrete learning quality improvements remain limited, particularly in underserved local contexts. This study aimed to analyze the principal's strategic management practices in school revitalization efforts and their implications for improving learning quality at SDN Inti Tomoli, Parigi Moutong Regency, Central Sulawesi, Indonesia. A qualitative descriptive approach with a case study design was employed. Data were collected through in-depth semi-structured interviews, structured observations, and student questionnaires involving the principal, teachers, school committee members, and 28 students from Grades IV–VI. Data analysis followed the Miles and Huberman interactive model. Five interconnected strategic management dimensions were identified: participatory learning planning aligned with the Independent Curriculum, teacher competency development, facilities revitalization with transparent budget governance, empowerment-based resource organization, and multi-stakeholder evaluation. These practices produced measurable improvements in instructional quality, student motivation, and school culture. A notable finding was that participatory organizational structures did not fully resolve disparities in teacher technology access. The findings confirm that principal strategic management is central to successful elementary school revitalization and sustainable learning quality improvement, while extending the literature by foregrounding budget transparency and culturally responsive pedagogy as consequential dimensions of effective revitalization management.
Learning Interest in Elementary Science Education: A Descriptive Study of the Attention–Engagement Divergence Among Fifth-Grade Students in Rural Indonesia Azzahra Zahwa Adillah; Sisriawan Lapasere; Pahriadi Pahriadi; Surahman Surahman
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3489

Abstract

Learning interest is a multidimensional psychological construct that critically shapes students’ academic engagement and outcomes in elementary science education. Empirical evidence on its disaggregated indicator profile in Integrated Natural and Social Sciences (IPAS) under Indonesia’s Independent Curriculum remains limited, particularly in rural school contexts. This descriptive quantitative study examined learning interest among 15 fifth-grade students at Porame State Elementary School, Sigi Regency, Central Sulawesi. Data were collected via a validated 20-item Likert-scale questionnaire (Cronbach’s α = 0.81) across four indicators: subject interest, student attention, feelings of enjoyment, and active engagement, analyzed using univariate percentage analysis. The overall learning interest score was 72.75% (high), with attention reaching the very high level (88.33%), while subject interest (67.33%), enjoyment (68.00%), and active engagement (67.33%) each fell in the moderate range. Notably, only 46.66% of students studied independently in the teacher’s absence. This attention–engagement divergence suggests that high behavioral compliance does not necessarily reflect deep affective or autonomous engagement, a pattern characteristic of teacher-centered instructional contexts. Findings contribute to the reconceptualization of learning interest as an asymmetrically developing construct and call for inquiry-based, locally contextualized IPAS instruction to foster genuine student engagement.
Local Wisdom Integration in Digital Science and Social Studies Teaching Materials: An ADDIE-Based Flipbook Development for Fifth-Grade Elementary Learners Fira Astuti Sukardi; Yusdin B M Gagaramusu; Surahman Wilade; Zulnuraini Zulnuraini; Danti Indriastuti Purnamasari
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3575

Abstract

Integrated science and social studies (IPAS) instruction in Indonesian elementary schools frequently remains textbook-centered and disconnected from students' local contexts, limiting engagement and conceptual understanding. The integration of local wisdom into digital teaching materials represents a promising yet underexplored approach to addressing this gap, particularly within the framework of the Merdeka Curriculum. This study employed a Research and Development (R&D) design guided by the ADDIE model to develop a local wisdom-based IPAS flipbook for fifth-grade students at SDN 10 Palu, Central Sulawesi, Indonesia. The participants comprised 23 students, one classroom teacher, and one media expert. Data were collected through media expert validation sheets (22 items; CVR = 0.99) and student response questionnaires (24 items; Cronbach's α = 0.87), both using a four-point Likert scale. The developed flipbook — titled Petualangan di Lembah Palu — integrates endemic Central Sulawesi flora and fauna with culturally grounded narratives. Expert validation yielded a score of 92.9% (very valid), and student practicality responses reached 98.4% (very practical) across dimensions of visual attractiveness, ease of use, content comprehension, and learning motivation. These results indicate that a systematically designed, culturally contextualized digital flipbook can achieve high feasibility standards for elementary IPAS learning. The study offers a replicable model for developing locally grounded digital instructional materials aligned with the Merdeka Curriculum. Future research should examine the flipbook's effectiveness on learning outcomes through experimental designs and extend implementation to diverse school contexts.
Problem-Based Learning with a Deep Learning Orientation in Elementary Science and Social Studies: Fostering Conceptual Understanding and Student Engagement in Grade IV Rini Ramadan; Rizal Rizal; Pahriadi Pahriadi; Nashrullah Nashrullah; Muhammad Nazimuddin AL Kamil; Surahman Wilade
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3624

Abstract

Conventional, teacher-centered instruction in Indonesian elementary classrooms frequently results in surface-level understanding and limited student engagement, particularly in Integrated Science and Social Studies (IPAS). Addressing this gap, this study examined the implementation of a Problem-Based Learning (PBL) model oriented toward a Deep Learning approach—encompassing mindful, meaningful, and joyful learning—in Grade IV IPAS instruction. A Classroom Action Research design was employed across two cycles involving 20 fourth-grade students at SDN Lahuafu, Morowali Regency, during the 2025/2026 academic year. Data were collected through structured classroom observations, semi-structured interviews, a 23-item Likert-scale questionnaire (α = 0.87), and learning outcome tests, and analyzed using Miles and Huberman's interactive model alongside descriptive statistics. Findings indicate that students progressed from passive reception to active contextual reasoning, demonstrating the capacity to analyze and justify conceptual distinctions in real-life contexts. The student response questionnaire yielded an aggregate score of 91% ("Very Good"), with narrow score distribution (103–106) across all participants. These outcomes confirm that PBL, when deliberately oriented toward Deep Learning principles, promotes conceptual depth, collaborative inquiry, and positive affective engagement in primary learners. The findings offer evidence-based guidance for implementing student-centered, inquiry-driven IPAS instruction aligned with the Merdeka Curriculum.
Co-Authors Abdul Rahman Adelia Rizki Ananda Agustina, Agnes Alma Safira Amelia Citra Amelia, Putri Amin Basri Amiruddin, Ayu Cahyani Ammar Abdullah Ammar Abdullah Joni Guci Amran Rasli, Amran Andi Imrah Dewi Andi Nur Isnayanti Andi Nur Isnayanti Andi Rahmaeni M Andini Aulia Salsabila Anidya Citra Mayuni AR, Muslim Aras, Nurul Fitria Arif Firmansyah Arif Firmansyah Asriani Asriani Asriani, Asriani Asriani, Asriani Ayu Amalia Shaltina Azizah Azizah Azzahra Zahwa Adillah Basira, Gusmiatni Dediyana Bulalong, Roberto Rolly Cahyani, Eka Danti Indriastuti Purnamasari Dewi Tri Rahayu Dewi Tureni Dg. Malondeng, Farul Ramadhan Dhea Febrianti Dyah Aini Purbarani Dyah Rahmawati Fadlia Mubakkira, Fadlia Mubakkira Fahriadi Fahriadi Faizal Faizal Faradilla Nur Itsnaini Febi Yulianti Febriana, Yunda Fia Regina Lestari Fira Astuti Sukardi Fresya Angnelvin Dengkidala Geyshita Nadya Molawan Grafindia Dungga Guci, Ammar Abdullah Joni Herlina Herlina Herlina, Herlina Huber Yaspin Tandi, Elfika Arif Firmansyah Ida Nuraeni Ilmi Firrizkiyah Juraid Abdul Latief Kadek Hariana Kadek Herawati Kadek Marsela Yustini Resintia Khairunnisa Khairunnisa Khairunnisa Khairunnisa Komang Sri Wiriyani Lestari, Nova Hermina lisnawati Haluma Mahmud Gamar, Mahfud Mahmud Gamar Manggato, Sandra Dwi Chikitha Margaret Maharani Bode Marlene Juita Kadoi Mas’adi Mas’adi Melyani Sari Sitepu Mewalo, Wulandari Miftahul Hidayati Misnah Misnah Moh Ansar Hasan Moh. Tahir Monipo, Yulan Mubarik Mubarik Muchdar, Muchdar Muhammad Aqil Muhammad Fasli Muhammad Fasli Muhammad Nazimuddin Al Kamil Musdalifah Ibrahim Muslim AR Muslim AR Muslim AR Muslim AR., Muslim AR. Nashrullah . Nashrullah, Nashrullah Ni Kadek Delin Ariani Ni Luh Anggun Raya Damayanti Ni Nyoman Anis Kristina Yanti Ni Nyoman Nevy Niluh Chixa Widiani Nunung Damayanti Nur Aviza Nur Rahmah Nur Rahmi Rezki Ramadhani NurAfni NurAfni Nurfaiza, Nurfaiza Nurhalizah Nurhalizah Nurhayati Mardin Nurlita Aristya Suci Nurma Yuntika Tolodo Nurrahma Nurrahma Nurul Fitria Fitria Aras Nurul Fitriah Aras Pahriadi Paidi, Zulhilmi Pase, Moeh Ilham Pratama, Ryan Andhika Putriwanti Putriwanti Radia Rahma Rahma, Dewi Rahmat Maghfirah Ruana Rahmawati Samu Rahmawati, Dyah Rahmawati, Rahmawati Renita Renita Rini Ramadan Riskita, Nurul Ritman Ishak Paudi Rizal Rizal Rizal Rizal Rizal, Rizal Roberto Rolly Bulalong Rosola, Rosola Ryan Andhika Pratama Ryan Andika Pratama Sarah Azizah Sela Selfia Selpianti, Selpianti Septiana Nur Sinta Satria Dewi Pendit Sisriawan Laapasere Sisriawan Lapasere Sisriawan Lapasere Siti Helmyati Siti Kurnia sri rahmawati raoda Sri Wahyuni Sufyan, Mohammad Syabina Nurfadila Syachdin, Syachdin Syachputri M, Winanda syamsidar syamsidar Syamsuddin Syamsuddin Tangke, Fadlun Nirman Tia Athifah Tri Astuti Tungga Dewi Ulfah Ulfah Vivekanantharasa, Raveenthiran Widyatmi Anandy Wiwin Wiwin YAAKOB, MOHD FAIZ MOHD Yun Ratna Lagandesa Yuni Rahmawati Yunita Yunita Yunus, Sitti Rahma Yusdin B M Gagaramusu Yusdin Bin M Gagaramusu Yusdin Bin. M. Gagaramusu Yusdin Gagaramusu Zafira Safitri Zahra Zinnira Irwan Zulnuraini